Directions: Read the following information about the Minoans and the Mycenaeans and then answer the questions that follow in your notebook.
The Origins of the Greeks
The Minoans:
Minoan culture developed on the island of Crete in approximately 3,000 B.C.E. Minoan palace murals (wall paintings) and painted pottery show us a great sea culture, fueled by fishing, farming, and local arts. The Minoans were master sailors and set up long-distance trade routes with Spain, Egypt, Canaan, and Asia Minor. Socially, the Minoans were an egalitarian (equal) culture, with both men and women holding respected positions in the fields of religion, agriculture, and craftwork. Recreation enjoyed by the Minoans included dancing to music and song, "bull-leaping" - and boxing, complete with boxing gloves and mouth guards. The remarkable peace-loving character of the Minoan civilization is obvious because they didn't have fortresses, war equipment, and painted battle scenes among the remains of their settlements. The Minoan civilization is historically important to Greece because it was the model for the Mycenaean (pronounced my-sih-NEE-in) civilization which is considered the earliest developed culture on mainland Greece.
The Mycenaeans:
Mycenae was settled in 2,700 B.C.E. Most of the myths about ancient Greek heroes and their famous battles come to us from the Mycenaeans. Later Greek poets such as Homer used these tales in their writings. The Mycenaeans spoke an early form of the Greek language, and developed an agricultural economy based on grains, grapes, and olives. Like the Minoans, they traded by sea with Egypt and Asia Minor. Unlike the Minoans, the Mycenaeans devoted most of their energies to developing a strong military. The circular royal tombs of Mycenae reveal collections of decorated uniforms, elaborate helmets, chariots, daggers, and axes. Horses were also extremely important to the Mycenaeans, as they were the vehicles of war. Mycenaean documents suggest that their society was hierarchical, with kings and soldiers in positions of power at the top of society, and prisoners of war who became slaves at the bottom of society who served the kings and soldiers. Other than artwork showing religious festivals and musical performances, very few artifacts of entertainment were left by the Mycenaeans.
1. What did the Minoan and the Mycenaean civilizations have in common? 2. In what ways were the Minoan and the Mycenaean civilizations different? 3. Why do you think so many aspects of Minoan civilization are found at Mycenae? 4. What other geographical areas, besides Mycenae, might Minoan civilization have influenced? 5. What aspects of Minoan and Mycenaean civilizations would you expect to have survived in later periods of Greek history? 6. Using your textbook pages 256-257, explain how the decline of the Minoans and the Mycenaeans was similar.
Answers 1. The Minoan and the Mycenaean civilizations had a developed culture (art, music) and stable food supply.
2. I think Minoan civilization focused more on the culture and Mycenaean civilization focused on militaries and the government.
3. I think so many aspects of Minoan civilization are found at Mycenae because Minoan modeled for the Mycenaean civilization.
4. I think Minoan civilization have influenced Spain, Egypt, Asia Minor and Canaan because it Minoans traded with those empires.
5. I think the victories of battles, wars, and trades were the aspects.
6. The decline of the Minoans and the Mycenaeans was similar because they were attacked and had many wars. They all went into the Dark Age.
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Assignment 6-2=
OdysseyTransIHomer.jpg
Homer
The Odyssey is a 12,000-line Greek epic poem dating from the eighth century B.C.E. An epic poem is a long poem divided into sections, or "books," that focuses on the extraordinary deeds and adventures of a hero. According to ancient Greek tradition, heroes were men who were born to one divine and one human parent. The story of The Odyssey recounts the adventures of the Greek hero Odysseus during his 10-year voyage home to Ithaca after the end of the Trojan War in the thirteenth century B.C.E. Odysseus is considered the ideal Greek hero: an aristocratic soldier of superior strength, intelligence, and courage, favored by the Gods.
The poem is traditionally ascribed to Homer (circa 700 B.C.E.), who is considered the earliest Greek poet. Little is known about Homer's life, but ancient Greek playwrights referred to him as a "gifted blind poet." Some scholars believe that a line from a choral song attributed to Homer confirms this description:
"If anyone should ask you whose song is sweetest, say: blind is the man and he lives in rocky Chios."
Other scholars believe that "Homer" was the name given to a collective group of bards who sang Mycenaean folktales to entertain the nobles of Ionia, located on the west coast of Asia Minor.
It is generally believed that the exact author of The Odyssey is not as important as the ancient Greek values it contains. By listening to the stories in the poem, ancient Greeks learned standards of honorable behavior. These values, forged in the "Age of Heroes" during the Mycenaean Period, became the foundations of ancient Greek society.
Review the following Greek Values with your partner. Make sure you understand each idea. AthleticismHospitalityIngenuityIntuitionJusticeLoyaltyRespect Teamwork
Assignment 6-1 Create physical maps of Greece and compare its geography to one of the other regions we have studied.
Label and color a Map of Greece GreeceBlankOutlineMap.pdf with the following locations and physical features (Create a Map Key for symbols you use). You should include the following:
Physical Features:
Island of Crete
Island of Thera
Island of Rhodes
Asia Minor
Macedonia
Mount Olympus
Pindus Mountains
Read these pages: Ancient Greek Environment Textbook pages 254-256
Note!-Good students take notes whether or not it is assigned.
Create a venn diagram using Pages comparing and contrasting the geography of Greece with that of either Egypt, or Mesopotamia.
Assignment 4-7=
Source:Online Textbook pages 162-171
Directions: You are a sage and you will teach your classmates a part of ancient India's history. The four parts (groups) are...
Group 1: The Mauryan Empire (page 162-163, 166)
Group 2: The Gupta Empire (page 164-165)
Group 3: Indian Achievements- Religious Art & Sanskrit Literature (page 167-169)
Group 4: Indian Achievements- Scientific Advances (page 170-171)
Each part has (or might have) pictures, illustrations, maps, dates, vocabulary words, and important people. Your job as a sage is to become an expert on your part so you will be able to comfortably and confidently teach others. Remember that if you don't understand the information, you won't be able to teach others properly. Follow these steps to become a great sage:
Steps
Read all the information on the pages you are responsible for. Don't just read the main parts, look at the other information such as maps or diagrams or pictures.
Take notes in your notebook and answer the Reading Check question after each section to make sure you understand the information. You also have to answer the questions about your section from page 176 (section 4 or 5).
Decide how you are going to present the information to your students. Will you just talk about the information (this can be boring) or will you use visuals or give a slideshow presentation (this can be more interesting)? Remember that your students have not read the information and are counting on you to teach them in an interesting and educational way.
How will you check if your students understood the information? Will you make up questions to ask them? What else will you do? Will you ask your students to create something that shows their understanding? Think about how you are taught at school and the activities you do in your classes.
Answers
Assignment 4-6
After completing your Understanding How Ashoka's Edicts Helped Unify India sheet answer the following comprehension questions:
1. What are the main ideas expressed in Ashoka's edicts?
2. What are some of the ways in which Ashoka's leadership promoted unity in India?
3. In what ways did Ashoka's Buddhist beliefs contribute to the unification of India?
4. In addition to the edicts, what else might have contributed to the unification of India during this time period?
5. Explain how one of the edicts you examined could be categorized another way
(i.e. instead of Buddhist Values it could also concern Justice)
Answers
1. Ashoka expressed Buddhist values, the general welfare of the citizens and animals, justice of the empire, and the security of the empire.
2. Ashoka made every single people in his empire to believe Buddhism to unite the thoughts.
3. Ashoka wanted a full justice for his kingdom and he wanted the people in his border to trust him. He wanted to be honest and nice to the parents, friends, relatives and even to the slaves.
4. There is a possibility that other empires accepted the Buddhism.
5. Edict F could be categorized into general welfare because it's about the citizens' happiness and their benefits.
Answer the following questions clearly and with details on your wiki page.
1. What varna were you in during the caste system simulation?
2. What was your favorite part about the caste system simulation? Why?
3. What part of the simulation made you angry, upset, or frustrated? Why?
4. Do you think this system is fair? Why or why not?
5. Do you think a society should organize people into social classes? Why or Why not?
Answers 1. I was a slave in the caste system simulation.
2. My favorite part was following the instructions in the card because I was able to experience the life of the Ancient India.
3. Tons of extremely unfair and disgusting laws made me angry because some of them were laws that humans should not be treated like.
4. I think this system was a bit unfair because slaves were treated as animals.
5. I think a society should not organize people into social classes because slaves, nobles are same. The slaves have right to learn and live with freedom just like nobles.
Assignment 4-3 Source:
external image pdf.png
Archeologists Ideas Mohenjo-Daro.pdf
Think about the activity we did in class as archeologists in Mohenjo-Daro. Using the source above, your ideas, and the notes you took about archeologists ideas, answer the following questions clearly and completely on your wiki page. Each answer should be at least two sentences long with specific information.
1. What have you learned about daily life in Mohenjo-Daro from this activity?
2. Which characteristics of civilization do you see represented in the artifacts you looked at? Explain.
3. In what ways do you think Mohenjo-Daro was like a modern city?
4. Why do you think it is difficult for us to know exactly what life was like in ancient civilizations like those in the Indus-Sarasvati region?
5. What do you think might have contributed to the decline of Mohenjo-Daro?
Answers 1. I learned that daily life in Mohenjo-Daro was peaceful and full of entertainments. I identified that it was extremely modern.
2. I see a highly developed culture including art, architect, music, literature, science and writing, by looking at game boards, houses with bathrooms, and complex drain system.
3. The Great Bath, houses with bricks and bathrooms, the drain system, and other things made me think Mohenjo-Daro as a modern city.
4. I think it's difficult for us to know because there are not enough books/records from the ancient times.
5. I think invasions from other countries and lack of water might contributed to the decline of Mohenjo-Daro. Assignment 4-2 Website: Indus Valley
Use the website above to answer these questions. Write your answers in complete sentences with clear details on your wiki page.
1. What was discovered during the excavations of Mohenjo-Daro?
2. How is Mohenjo-Daro similar to our cities today?
3. What can we learn from archaeological discoveries (such as artifacts and city construction) in Mohenjo-Daro?
4. Give clear and specific information about how people lived in Mohenjo-Daro. In your answer, you have to talk about the artifacts that you discovered and put into the museum.
5. What do we know about the Priest-King?
6. What was the Great Bath and how was it used?
Directions: Look at the map above, read the text below, and answer the following questions on your wiki page:
In the 1990's, satellite pictures revealed an ancient, dried riverbed located in India's present-day Thar Desert. Geologists have identified this riverbed as the route of the ancient Sarasvati River. The Sarasvati lay east of the Indus River and generally followed the same course, originating in the Himalaya mountains and emptying into the Arabian Sea. Geologists believe that the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati evolved into the dry, hot desert that exists today.
Early Indian agricultural settlements arose in the Indus-Sarasvati river region at least as far back as 6500 B.C.E. Like many other ancient peoples, the early Indians settled by rivers. They settled primarily on the banks of the Sarasvati River as well as along the banks of the Indus River. These rivers provided the ancient Indians with plenty of water, and the land near the rivers was fertile and excellent for growing crops. The rivers also provided the Indians with a convenient way to travel and trade among themselves and with other civilizations. Archeologists have found artifacts from the Indus-Sarasvati civilization - such as carved seals - in Mesopotamia's Sumer. These discoveries have led scholars to believe that the early Indians traded with Mesopotamia, possibly by traveling in ships down the Indus and Sarasvati rivers to the Arabian Sea and then west to Sumer and other locations.
After the Sarasvati River dried up around 1900 B.C.E., the Indus-Sarasvati Indians moved to more habitable areas, such as the fertile banks of the Ganga river further east. Archeological evidence shows, however, that people settled by the Ganga River as far back as 5000 B.C.E.
Questions:
1. In what ways is your map similar to the one that you see in the map above?
2. What physiographic features can you identify on this map that are not on your map?
3. Why do you think settlements developed along the Indus and Sarasvati rivers? Explain with clear and complete details.
4. Accurately draw and label the ancient Sarasvati River on your map.
5. Why did ancient Indian people eventually migrate to the Ganga River? Answers
Look at the picture of an artist's rendition of what Mohenjo-Daro might have looked like and answer the following Comprehension Questions on your wiki page (answers should be fully thought out and worthy of upper school).
ArtistsRenditionMohenjoDaro.jpg
A. What have you learned about daily life in Mohenjo-Daro from this activity? B. Which aspects of daily life do you see represented in the picture that the artist drew? C. In what ways do you think Mohenjo-Daro was like a modern city? D. Why do you think it is difficult for us to know exactly what life was like in ancient civilizations like those in the Indus-Sarasvati region?E. What do you think might have contributed to the decline of Mohenjo-Daro?
Answers A. From this activity, I learned that people in Mohenjo-Daro transported goods to the city market by the cart, lived in houses that had bathroom, take their water from the well, and I also learned the complex system of drains.
B. In this picture, people are buying some goods in the city market.
C. Having the complex system, and having the houses with the bathroom in the ancient period made me think that this city was a modern city.
D. Because there are not enough records about the ancient civilizations.
E. I think the invasion and the water shortage contributed to the decline of Mohenjo-Daro.
Assignment 3-8
Now that we are finished with the ancient Egypt unit, I would like you to reflect on what you have learned about ancient Egypt. Please complete these sentences clearly and with specific details. Write the answers on your wiki page. If you need reminders of what we did, just scroll through the assignments on this page or look through your notes.
1. The single most important thing I learned was...
2. Something that confused me or that I didn't understand was...
3. What surprised me the most was...
4. I would like to know more about...
5. The part that I think I will always remember was... Answers 1. I think learning about the kingdoms of Ancient Egypt was the most important thing that I learned, because it told me all facts, such as the time period of
that kingdom, the pharaohs that were active in this period, and changes of the society of the kingdoms.
2. The trade routes of Ancient Egypt was the most confusing part of this chapter. There are so many routes/paths, and I had to memorize all the countries that traded with Egypt.w
3. The achievements of the pharaohs were the most surprising. Some of them were modern and religious and I noticed that we can't make those things ever again.
4. I would like to know more about the Ancient Egypt's army strategies, because these days, I'm interested about the weapons, and armies. I think understanding the Ancient Egypt's army strategies may let me see the differences between the present army strategies and Ancient Egypt's army strategies.
5. I will always remember the time period of three kingdoms of Ancient Egypt, because all I have to memorize and think of is lasted time of three kingdoms.
Assignment 3-7
Ancient Egypt Topic Peer Assessment
Go to our YouTube Channel and login using the username and password given in class.
You will assess your classmates' videos using the rubric for the ancient Egypt project and by answering the questions below. Each answer must be at least twosentences long.
Post your assessment in the comments section under each classmate's video. Please make sure you include your first name only or your comment will be deleted.
You must comment on four classmates' videos:
classmate above your name
classmate below your name
two other classmates of your choice
(Note: YouTube has a 500 word limit on comments. You might have to divide your assessment comments into two posts.)
1. How did your classmate make the video interesting and creative?
2. Was it easy to understand your classmates presentation including his/her voice? Why or why not?
3. Clearly explain two things you learned from your classmate's video.
4. How could your classmate improve his/her video? Assignment 3-6 Due Dates:
A Block- Tuesday Feb. 23
B Block- Monday Feb. 22
F Block- Tuesday Feb. 23
Task: You are to research your assigned topic from Egyptian history and create a video presentation using iMovie or Keynote. The video presentation should be 3-4 minutes and include the following required elements:
Introduce your topic to the audience and explain the importance of your subject in Ancient Egypt.
Explain and show where your topic belongs on a map of Egypt. You may have to be creative with this part because your topic might not be from one area.
Present 5 interesting facts you have learned about your subject from your research. Include dates and/or which kingdom (old, middle, new).
Include appropriate images/video to make your presentation clear, interesting, original, and creative.
Use your own voice for the audio part of your presentation.
You (and your partner) must appear in the video for at least 30 seconds as you present your information.
Conclude your presentation by restating the significance (importance) of your topic to history.
Use at least four different sources. At least one of your sources must be from the KIS Library Resources. At least one resource should be a book.
Cite any images that you use at the end.
Cite your sources at the end.
Helpful Hints
Follow the steps above in order. Your research will be first, then you will start working on the iMovie.
You will be asked to show your progress on this project in every class before the due date. Your progress will be graded.
Originality and creativity will be rewarded with a higher grade. For example, if you draw some of your images you will get a more points than someone who just copies images from the Internet.
Ancient Egypt Project Rubric.pdf Assignment 3-5 Read the information here about the three kingdoms in ancient Egypt. The problem with these three paragraphs is that each paragraph does not have specific details or evidence. Your task is to find specific details and evidence from our textbook for the information presented in each paragraph about each kingdom. Then re-write the paragraph adding the new specific details and evidence you found. Write the new paragraph on your wiki page. Part 1 The Old Kingdom (2700 BCE - 2200 BCE)
Specific details and evidence about this kingdom can be found on pages 98-100 in our textbook.
Your specific details and evidence should give more information about...
Pyramids (definition, examples, construction details)
Workers
Importance of the pyramids
New Paragraph (part 1) The Old Kingdom lasted from 2700 B.C.E. to 2200 B.C.E.
It began from third dynasty of Egypt and it was also
called as, "The Age of Pyramid." One of the most famous
pyramid is, "Pyramid of Giza" that was directed by Pharaoh
Khufu. Pyramid is a huge stoned tomb with four triangle shaped
sides with a point on the top. Thousands of workers were involved
to build one pyramid. The workers got some grain and crops when
they finished building it. The pyramid was important because Egyptians
thought that the pyramid would pay respect to the gods and building
pyramid was the only way to make the afterlife of the pharaoh more
peaceful.
4/5
Part 2 The Middle Kingdom (2100 BCE - 1800 BCE)
Specific details and evidence about this kingdom can be found on pages 101-102 in our textbook.
Your specific details and evidence should give more information about...
the difference with the Old Kingdom
what life was like during this time
wars or battles and who was involved
New Paragraph (part 2)
The Middle Kingdom lasted from 2050 to 1750 B.C.E. In the Middle Kingdom, the pharaoh's power declined and the nobles began
to protested and tried to take over the power of the pharaoh. Around 1750 B.C.E., Hyksos invaded Lower Egypt and they ruled
the region for 200 years.
3/5
Part 3 The New Kingdom (1500 BCE - 1000 BCE)
Specific details and evidence about this kingdom can be found on pages 101-103 in our textbook.
Your specific details and evidence should give more information about...
the causes of the growth of trade
what life was like in an empire
wars or battles (invasions) and who was involved
New Paragraph (part 3)
The New Kingdom was Egypt's expansion period.
The Egypt's trade routes became distant because
of the conquest. As Egypt conquest other empires,
it made Egyptians wealthy and the military power was
strengthened. All the pharaohs in the New Kingdom
was powerful. After the death of Ramses the Great,
The Hittites and The Sea people invaded the Egypt,
and New Kingdom came to the end.
Assignment 3-4 Part 1: Go to this site and read about the different Egyptian gods and goddesses. Choose one of these that you would like to be and explain why you would like to be that god or goddess. Then choose one that you would not want to be and explain why. Make sure your explanations are middle school quality explanations. Part 2: Compare these Egyptian gods and goddesses with the Mesopotamian gods and goddesses. Did you find similar gods? Name the gods/goddesses and clearly explain the similarities? Why do you think they are similar even though Egypt and the Mesopotamian civilizations were different?
Answers:
Part 1: I would like to be Bes, because he is the god who protected people and families, and also protected them from the bites of snakes and scorpions. These mean that he was the god of peace. I would not like to be Nun, because as I read about him, he was just a god who existed before the Earth was created. if I was Nun, I would have no duty to help people.
Part 2: God Osiris from Egypt and Goddess Ereshkigal have one similarity. They ruled the underworld. Also they were both smart enough to control the underworld.
I think both empires have similarity about gods because people in both empires trusted that kings and pharaohs were directly connected or related to the gods.
Assignment 3-3 Source:How to Mummify Nefermaat Directions: Go to the link above to mummify a body. As you work to mummify the body, answer the following questions clearly and with details on your wiki page.
What are amulets and how were they used? Give two examples of amulets that were used and explain why they were used.
What happens to the body after it was mummified?
Answers 1. Because they believed that the soul finds the dead bodies if they preserve.
2. They took out the brain and other organs. They preserved bodies by mummification.
3. To remove the brain, you have to have a metal hook and stick it up to the nose of the dead body and break the brain into pieces and take them out.
4. Intestines, stomach, liver, and lungs were removed from the body. Each of the organs were put in a jar.
5. They weighed the heart to see if it's heavier or lighter than the feather of truth.
6. Natron is a salt that absorbs moisture. To take all the moisture of the dead body, Egyptians used natron. It came from Wadi El Natrun.
7. Linen was used to wrap the dead body.
8. Amulets are small pieces of jewelries that protect from the evil.
9. After mummification, they drew the Sign "The Eyes of Horus" to to allow pharaoh to see magically through coffin wall for eternity.
Assignment 3-2
Source: Pages 93 & 94 in your online textbook and refer to your river boat tour notes Directions: Answer the following questions clearly and with details on your wiki page.
1. Read the If YOU were there section. How do you feel about working for the pharaoh?
2. Eventually the Third Dynasty began in ancient Egypt. The Third Dynasty was the beginning of what historians call ............. . When did it start and end?
3. Explain how ancient Egyptians felt about their country and their pharaoh.
4. What were the responsibilities of the pharaoh?
5. What is best known about the famous pharaoh, Khufu? Can you name a specific monument built for him?
6.a Clearly explain the structure of society in the Old Kingdom. (Note: This should be a long answer.)
6.b. What may be some advantages and disadvantages of such a large segment of the population being farmers, servants, and slaves?
6.c. What did farmers do during flood season?
7. Clearly explain trading in ancient Egypt (what was traded and who they traded with).
8. Define the word acquire. Use acquire in an original sentence.
9. Using the drawing of Egyptian society on page 94, explain where Viziers would be placed?
Answers: 1. I feel great and a bit tired about working for the pharaoh, because I can make build the greatest building/architecture for the pharaoh, but it will be a tried duty.
2. They called the Third Dynasty, Old Kingdom. It lasted from 2700 to 2200 B.C.E.
3. Ancient Egyptians felt that their country was well organized by pharaoh and they believed that their pharaoh organized society and predicted the up-coming wars or battles.
4. The pharaoh had do prevent the war, organize the society, and people blamed the pharaoh when the crops did not grow.
5. Pharaoh Khufu was a cruel leader.
6.a The pharaoh was at the top of the society. He or she ruled Egypt. In the second class, there were nobles. They had rich properties. Scribes and craftspeople took the third class. They usually produced goods. And lastly, farmers and slaves tool the last class. More than 80% of Egyptians were farmers and slaves.
6.b For advantages, Egypt could have and build a lot of architectures because of the farmers and slaves. Second, Egyptians could produce more crops than other countries. For disadvantages, tons of farmers and slaves wouldn't survive when the drought stoke Egypt. Second, there will be a huge battle between the government or nobles and the farmers and slaves when the government make an unfair law, and they won't be able to handle the battle because there are so many farmers and slaves.
6.c During the flood season, the farmers worked on the pharaoh's building project.
7. They traded gold, copper, ivory, slaves, wood, etc. The traders traveled along the Nile to Nubia and down to Syria.
8. Acquire: to get. Sentence: I acquired windows CD from my friend.
9. Viziers would be placed with nobles.
Comic Life, Egypt, By Terry Lee 6A
Comic Life Organized Army, By Terry Lee 6A
Assignment 1
Sources:
Carefully read your online textbook pages 88 and 89.(Note: Make sure you scroll down on page 89 to see more information.)
Use the map above, the maps in the Egypt Resources wiki page, or your Scribble Map search function
Directions:
Your task is to label a map of the Nile River and ancient Egypt on your current Scribble Map. You must mark, label, or represent famous sites, cities, and other objects. Label everything carefully. (Note: Mark means use a marker, label means use a text label, represent means draw a symbol to show the item.)
You must also provide an image and a description for some of the labels. Each description must be at least three sentences long and must be clear, detailed, and specific. Your description should give us clear information to help us understand the item or place and why it was so important for ancient Egyptians.
1. Represent and label the Nile’s Sixth Cataract to the First Cataract.
2. Label the Red Sea.
3. Represent three mines and three quarries. Provide an image and a description for each mine and quarry.
4. Represent and label these historic sites: the Valley of the Kings, the Great Pyramid of Khufu, the Sphinx, Abu Simbel, the Pharos (lighthouse in the port of Alexandria), the Bahriya Oasis and the Farafra oasis (include palm trees). Provide an image and a description for each historic site.
5. Mark these cities: Abydos, Thebes, Giza, Hermopolis, Memphis, Bubastis, Rosetta, Alexandria, Meroe, Khartoum, and Elephantine
6. Label these geographical features: the Western Desert, the Eastern Desert, the Nile Delta (include animals found here), the Sinai Peninsula, the Wadi el-Natrun, the Mediterranean Sea, the Gulf of Suez, the Nubian Desert. Include animals of the desert. Provide an image and a description for each geographical feature.
7. Label Lower Egypt and Upper Egypt.
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Assignment 1=
Using your notes and page 4 from your online textbook, answer the following questions on your wiki page.
1. Were you born in a BCE year or an CE year?
2. Put the following dates in order: AD 2000, 3100 BC, 15 BCE, AD 476, AD 3, CE 1215
3. If you read that an event happened c. AD 1000, what would that mean?
Answers
1. I was born in a CE year.
2. 3100 BC, 15 BCE, AD 3, AD 476, CE 1215, AD 2000.
3. It means that an event happened 1000 years after Jesus Christ.
Assignment 2
Just like the questions you were asked in class, please create five questions about the timeline we used in class.
Click here ----->
external image pdf.png
Timeline of Human History.pdf to see a copy of the timeline. Write your questions and the answers on your wiki page.
Answers
1. There are 7 decades between the invention of light bulb and invention of color TV.
2. There are about 4.5 centuries between Columbus reached America and invention of color TV.
3. Columbus reached America takes place in nineties.
4. There are about 1389 decades between the invention of fish hooks and invention of automobile.
5. The invention of automobile takes place in 19th century.
Assignment 3
Human Origins-The Puppet Play ProjectResponse
Note you will have 3 class periods to prepare your plays. See Resources-1
Answer the following questions on your wiki page.
1. What were your roles in the 'Creation of a Puppet Show' project?
2. What Problems did your group run into?
3. How did your group deal with these problems?
4. Identify two similarities between all of the origin stories.
5. Compare and Contrast any of the two origin stories presented in class (at least one paragraph).
Answers
1. I was the director in my group.
2. Our group accidentally could not bring color pencils so our puppets looked not nice at all.
3. We decided to make the the borders of the puppets darker with namepen.
4. One, gods created humans, second, all the stories end with happy final.
5. Greece origin story says that two titans created humans with mold and clay and
thought they were foolish for not gifting precious things to humans. The origin story
of the Sumer do not say how the titans made humans out of.
Assignment 4
Please read pages 29 & 30 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.
1. On which continent were Lucy and other hominids found?
2. What is the scientific name of Lucy?
3. How long ago did Lucy live?
4. What was an important step in human development?
5. Describe and explain how these hominids are different from each other. Use the charts about the hominids on page 30 to help you with the answer.
Make sure your answer is clear and detailed.
Australopithecus
Homo habilis
Homo erectus
Homo sapiens
6. Which hominid are you?
Answers
1. Lucy and other hominids were found in Africa.
2. The scientific name of Lucy is Australopithecus.
3. Lucy lived in more than 3 million years ago.
4. An important step in human development is that the size of the brain got larger.
5. Australopithecus is the first type of human of the history of the modern humans. Homo habilis lived in about 3 millions years ago and habilis means handy man.
Homo erectus lived in about 1.5 millions years ago, erectus means upright man. Lastly, Homo sapiens appeared in about 200,000 years ago. And we are part of
that group.
6. We are homo sapiens.
Assignment 5
Read pages 32-34 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.
Why do historians need archaeologists and anthropologists to study prehistory?
What might have been one advantage of walking completely upright?
What kind of tools did people use during the Paleolithic Era?
Design a stone and wood tool you could use to help you with your chores. Describe your tool in a sentence or two.
What is a hunter-gatherer?
In your opinion, what was the most important change brought by the development of language?
Define the boldfaced words above.
Answers 1. That discovery could make people to have an idea to grow the plants and crops to eat.
2. Neolithic Period is another name for the new Stone Age.
3. They used sharpen stone tools for hunting.
4. It should be homo erectus and homo sapiens.
5. Because it was one of the biggest change in the human history.
6. domestication is the process of changing plants or animals to make them more useful to humans
7. Horse, cattle, goat, and sheep were domesticated in Asia.
8. The fist domestication for corn was North America (near Mexico).
9. First, I would just have to find somethings that are edible and eat them. Second, I would have to make extremely strong and sharp weapons in order to hunt huge animals. Lastly, I would have to be responsible for my part in hunting time.
Write 3 good test questions covering any of the topics we have studied so far.
Answer these questions clearly and completely on your wiki page.
1. What was the main difference between life in the Paleolithic period and life in the Neolithic period?
2. How did people's lives change as they began to domesticate plants and animals during the Neolithic period?
3. What are some advantages and disadvantages of the changes in daily life that occurred as a result of the development of agriculture?
Answers 1. What was the main difference between life in the Paleolithic period and life in the Neolithic period?
2. How did people's lives change as they began to domesticate plants and animals during the Neolithic period?
3. What are some advantages and disadvantages of the changes in daily life that occurred as a result of the development of agriculture?
Assignment 8
Use these two videos about Catal Huyuk to answer these questions clearly and completely on your wiki page.
1. What are three things about daily life in Catal Huyuk that surprised you? Why did they surprise you?
2. What are three things about daily life in Catal Huyuk you knew already from class?
3. Jookie is a 12 year old living in Catal Huyuk. Explain three ways her life is different than yours. (Note: Simply saying you have cell phones and she doesn't is an unacceptable answer.)
Answers
1. The first thing is that there were a lot of jobs that were divided to all the people in the village. Second thing is that people built the pious building which kept dead bodies. Third thing is that people were keep on learning.
2. First thing is the domestication. Second thing is the settlement, and the third thing is the growth of the population.
3. First, the type of clothing she wore and I wear is different. Second, the type of food she ate and type of food I eat these days is different. Third, The population of
her town and population of my town/community is different.
Assignment 9
Now that we are finished with the Early Humans unit, I would like you to reflect on what you have learned about Early Humans. Please complete these sentences clearly and with specific details. Write the answers on your wiki page.
1. The single most important thing I learned was...
2. Something that confused me or that I didn't understand was...
3. What surprised me the most was...
4. I would like to know more about...
5. The part that I think I will always remember was...
Answers 1. I think the types and informations about the hominids were the most important thing I learned in this unit.
2. I was confused at Neolithic Revolution. At first, I didn't even know what that word meant.
3. I was surprised at the period where our ancestors did the same things for more that 10,000 years. @200,000
4. I would like to know more about the homo sapiens, that we are part of.
5. I would always remember the descriptions of four types of hominids.
Assignment 2-1
Answer the following questions and define the vocabulary (if any) clearly and with details on your wiki page. Use the links above from the Class Activity 2-1 tohelp you answer the questions.
Event A: Food Shortage 1. What helped the human population to grow in Mesopotamia?
2. What does cultivate mean?
3. By 5000 B.C.E. what major problem did the farmers in the Zagros hills have?
4. Using the choices in the critical thinking section of the activity, what is the best way to deal with the food shortage? Why?
Answers 1. The fertile lands helped growing population in Mesopotamia.
2. cultivate: prepare and use (land) for crops or gardening.
3.
4. Growing crops near the river would be the best way, because water is the main source of the crops, and they must need plenty water.
Event B: Uncontrolled Water Supply
1. What two major problems did farmers have as they tried to grow their crops on the Mesopotamian river plains?
2. How did they solve these problems?
3. Where did the melted snow that caused flooding come from?
Answers 1. There were drought and strong dusty winds visited Mesopotamia, because of the sand all around the city.
2. They made a lot of canals
3. They caused flooding from the mountain.
Assignment 2-2
Answer the following questions and define the vocabulary (if any) clearly and with details on your wiki page. Use the links above from the In Class Activity 2-1 called Event C:Building and Maintaining a Complex Irrigation System & Event D: Attacks by Neighboring Communities to help you answer the questions.
Event C: Building and Maintaining a Complex Irrigation System
1. What was the first simple method farmers used to get water to their fields from the Tigris and Euphrates Rivers?
2. How did farmers prevent flooding?
3. Over time, carrying buckets of water to the fields was too difficult. Please clearly explain how levees, canals, dams, and reservoirs were used to make life easier for farmers?
4. Which word means an extra supply of something such as food?
5. What could happen if one canal was clogged?
6. How did different villages take care of the complex irrigation system? Answers 1. They took some tanks to get the water from the Tigris and Euphrates Rivers.
2. They built up natural earth wall.
3. The holes in the levees let the water get out by holes and directly flow to the plains. The canals helped to transport water to the plains and lands. Dams helped the flooding to flow over the villages by high earth wall. The reservoirs were the artificial lake that supplied the village the water, when the drought attacked the village.
4. The word is surplus
5. Then the villagers would not be able to get the water.
6. They shared the irrigation system, because if one village demolish the irrigation system, both villages could be damaged.
Event D: Attacks by Neighboring Communities 1. How did Mesopotamian villages help each other?
2. How were people, who lived very far apart, connected to each other?
3. What did many villages grow into?
4. What do we call the region in Mesopotamia that had many growing cities and towns? What are the people called that come from this region?
5. How could one city stop the water from reaching another city?
6. Why was it easy to attack other cities on the Mesopotamian plains?
7. What defense plan is best to protect a city? Answers 1. They shared irrigation system and traded each other.
2. They could contact by the irrigation system.
3. They grew into the fertile crescent, towns, and cities.
4. The region was called Sumer, the people in Sumer was Sumerians.
5. By damaging the canal.
6. Because there was nobody who was protecting the gate.
7. Constructing the earth wall would be the best idea to protect city.
Assignment 2-3
Please read pages 56-59 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.
1. How did the Fertile Crescent get its name?
2. What was the most important factor in making Mesopotamia's farmland fertile?
3. In what ways did a Division of Labor contribute to the growth of Mesopotamiam civilization?
4. How might running large projects like the maintaining a large and complex irrigation system prepare people for running a government? Answers 1. Fertile Crescent got its name because of rich soils and two rivers.
2. Two rivers were the most important factors.
3. A division of labor made/ forced people to do their own jobs, jobs that were appropriate for people in each class/ level.
4. Because people could be the leader.
Using The Six Characteristics of a Civilization (see below), answer the following questions clearly and with details on your wiki page.
1. Is Korea/ the U.S. a civilization according to the six characteristics explained in class? Provide one example from Korea/the U.S. for each characteristic. 2. Does a civilization, in your opinion, need to have all of the characteristics mentioned? Why or why not?
The Six Characteristics of a Civilization:
1. A system of government that directs and controls some actions of the members of the society.
2. A regular food supply that is not likely to suddenly change.
3. Specialization of labor, in which members of the society perform different jobs.
4. Different social levels, in which some members of the society are given higher status than others.
5. A highly developed culture including art, architecture, music, literature, science, and writing. 6. The religious system, such as, temples, priests,etc Answers
1. Yes, they are the civilizations according to the six characteristics, Korea/the U.S. Government make new laws. Farms and a huge storage system help making sudden change of food supply to not occur. In Korea, there are a lot of people who works in another family's house. Some of them live in their another family's house and work, some of them work in certain days. These days all of us try to make all the people to be equal, and we are. But, here is some basic levels. President is the highest in the society, Generals, other governors will be second highest, and people like us will be the third. Korea/ the U.S. are highly developed at art, architecture, music, literature, science, and writing. Korea's language, Hangul is one of the most developed language in the world. A lot of buildings, architectures from U.S. are impressive, such as San Francisco Golden Gate bridge, Empire State Building, etc. There are three religious systems in common in Korea. They are Buddhism, Christianity, and Catholicism.
2. I don' think so, because the civilization is any stages that develops the human society, so anything that improves and develops the human society can be other characteristic of a civilization.
Assignment 2-5
Use your online textbook pages 63 & 64 to answer these questions clearly and with details on your wiki page. Make sure to look through the whole page in your textbook and the links for the vocabulary when answering some of the questions.
Where did the Akkadians live?
What was their relationship with the Sumerians like before the 2300s B.C.E.?
Who was Sargon and what did he do?
What did Sargon establish?
Define 'empire'.
Explain two examples why Sargon is considered a great leader.
How long did Sargon rule his empire?
What eventually happened to the Akkadian Empire?
Who eventually became the most powerful civilization in Mesopotamia again?
Using the picture of the City-State of Ur, what can you see in the picture that shows Ur was an advanced city?
Answers 1. The Akkadians lived just north of Sumer.
2. There was a peace before 2300s B.C.E.
3. He became the emperor of Akkadians and attacked the Sumer.
4. He established Akkadians Empire.
5. Empire means that one leader controlled more than two places.
6. He rebelled toward Sumerians rulers and took over his city ,and he hardened the military.
7. He ruled his empire 50 years.
8. Sumerian city-state of Ur rebuilt its strength and conquered the rest of Mesopotamia.
9. The Sumerians eventually became the most powerful civilization in Mesopotamia again.
10. There is a massive wall around the city.
Assignment 2-6
After playing the Trader's Circuit, answer the following questions in complete sentences on your page. You can copy and paste these questions into your page. Then go to the discussion tabs of at least three other classmates and make good quality middle school comments about your classmates answers to the questions about the Trader's Circuit game. You can make comments to your classmates like if you agree or disagree or comments about how good their answers and ideas are.
Trader's Circuit questions 1. What part of the game did you like the best? Why? 2. During the game, how did you feel and why did you feel that way? 3. What part of the game was difficult for you? 4. In your opinion, what advantage is there to having a monopoly of an entire product/resource such as dates or jewelry? 5. What part of the game would you change if you played it again? Why? 6. In this game, was it better to cooperate with another player or to be selfish and try to get all the products/resources for yourself? Why? Answers
1. Trading with someone that was not my group was the best part, because I could talk to the people that I don't usually talk with.
2. I felt like I was in a challenge, because I had to choose a good product to trade with someone, and I had to think deeply to get some advantages.
3. Trading with people to get some advantages was the most difficult part.
4. We would be able to earn more points than the other traders by getting more valuable products.
5. Making Chances like Monopoly would be better, because in chances, you can get more money, or bad luck, that will make the game more exciting.
6. Being selfish and try to get all the products was better, the only way to get more advantage is to be selfish and try to get all the products.
Assignment 2-7
Source: Read pages 74 and 75 in your online textbook Directions: Read the questions/directions carefully and write clear and detailed answers on your wiki page.
1. Read the "If you were there..." section on page 74. How will you advise the King?
2. What happened to Ur by 2000 BCE?
3. Where was Babylon located?
4. Who became the king of Babylon? When did he become king?
5. What is a monarch?
6. After conquering all of Mesopotamia, what did Hammurabi call his empire?
7. Hammurabi was a great warrior and leader. What other skills did he have?
8. What is Hammurabi's Code? What areas of daily life did the code cover?
9. Give two reasons why Hammurabi's Code was important.
10. What eventually happened to the Babylonian Empire? How is this similar to what happened to the Akkadian Empire?
11. Read the different laws in the Code of Hammurabi on this site and choose three that you think are interesting. Copy the three laws and their numbers onto your page. Then for each law, explain why you think it's interesting. You can write about if you disagree or agree with the law or if you think the law is a good law or a cruel law.
Answers
1. I will advise the king that human beings are equal, so that they must get the same punishment.
2. Ur lost the power and the the city got ruined.
3. Babylon was located on the Euphrates River (near what is today Baghdad, Iraq)
4. In 1792 B.C.E. Hammurabi became the king of Babylon.
5. A monarch is a ruler of a kingdom or empire.
6. He called his empire, Babylonian Empire.
7. He was also an able ruler who could govern a huge empire. He oversaw many building and irrigation projects and improved Babylon’s tax collection system to help pay for them. He also brought much prosperity through increased trade. He is known as a code laws maker.
8. Hammurabi's was a set of 282 laws. There were laws on everything from trade, loans, and theft to marriage, injury, and murder.
9. The first reason was that it was too general and comprehensive. The second reason was that Hammurabi code was written down for all to see. People all over the empire could read exactly what was against the law.
10. After Hammurabi's death, Babylon's power declined and was invaded by another empires. Akkadian Empire also destroyed by invaders that invaded after the the first king, Sargon.
11. Hammurabi Code of Laws 1 - 5022. If any one is committing a robbery and is caught, then he shall be put to death. I think this law is too cruel, it's better to give the robber the second chance by putting him or her in the jail. Laws 151 through 200. If any one be guilty of incest with his mother after his father, both shall be burned. I think this law is too cruel, because people can make a mistake. It is a uncivilized manners. Laws 251 through 282. If a slave say to his master: "You are not my master," if they convict him his master shall cut off his ear. I disagree with this law, because the master ignored the human's right.
Assignment 2-8
Source: Read pages 76 and 77 in your online textbook Directions: Review Pages 76-77 and choose one of the groups below. Research the group you have chosen (two links are provided for each already) and complete The Characteristics of Civilization Chart for the civilization you have chosen. Write clear and detailed answers in the chart, on your wiki page.
Characteristics of Civilization
Civilization Name: Assyrians=
Six Characteristics of Civilization=
Evidence for Characteristic
==Explanation
A system of government that directs and controls some actions of the members of the society.
King and citizens ruled the society
King Nineveh ruled the empire,
but the citizens had a right to be part of the government.
A regular food supply that is not likely to suddenly change.
Farming was the the regular food supply.
Farmers grew their crops.
Specialization of labor, in which members of the society perform different jobs.
Soldiers worked for the government and farmers grew crops.
Soldiers were strong and they knew what to do
in the war, farmers grew crops.
Different social levels, in which some members of the society are given higher status than others.
King, soldiers, slaves, their levels were different.
King was in the highest social level. Soldiers had a lot of power too, but slaves did not.
A highly developed culture including art, architecture, music, literature, science, and writing.
Devotional statue was the fantastic art.
There were lots of craftsmen so they crafted many devotional statues.
A religious system, that might include priests and temples.
Temple was an important place for the king and citizens.
There was a temple in Assyria. The king prayed to the god in the temple.
Was it difficult to find evidence for the culture you picked? Why or why not?
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Answer It was difficult to find the evidence for the culture I picked, as I read through the textbook, other sites and given two links, Most of the
sites did not contain some evidences.
=
Assignment 6-3
Directions: Read the following information about the Minoans and the Mycenaeans and then answer the questions that follow in your notebook.The Origins of the Greeks
The Minoans:
Minoan culture developed on the island of Crete in approximately 3,000 B.C.E. Minoan palace murals (wall paintings) and painted pottery show us a great sea culture, fueled by fishing, farming, and local arts. The Minoans were master sailors and set up long-distance trade routes with Spain, Egypt, Canaan, and Asia Minor. Socially, the Minoans were an egalitarian (equal) culture, with both men and women holding respected positions in the fields of religion, agriculture, and craftwork. Recreation enjoyed by the Minoans included dancing to music and song, "bull-leaping" - and boxing, complete with boxing gloves and mouth guards. The remarkable peace-loving character of the Minoan civilization is obvious because they didn't have fortresses, war equipment, and painted battle scenes among the remains of their settlements. The Minoan civilization is historically important to Greece because it was the model for the Mycenaean (pronounced my-sih-NEE-in) civilization which is considered the earliest developed culture on mainland Greece.
The Mycenaeans:
Mycenae was settled in 2,700 B.C.E. Most of the myths about ancient Greek heroes and their famous battles come to us from the Mycenaeans. Later Greek poets such as Homer used these tales in their writings. The Mycenaeans spoke an early form of the Greek language, and developed an agricultural economy based on grains, grapes, and olives. Like the Minoans, they traded by sea with Egypt and Asia Minor. Unlike the Minoans, the Mycenaeans devoted most of their energies to developing a strong military. The circular royal tombs of Mycenae reveal collections of decorated uniforms, elaborate helmets, chariots, daggers, and axes. Horses were also extremely important to the Mycenaeans, as they were the vehicles of war. Mycenaean documents suggest that their society was hierarchical, with kings and soldiers in positions of power at the top of society, and prisoners of war who became slaves at the bottom of society who served the kings and soldiers. Other than artwork showing religious festivals and musical performances, very few artifacts of entertainment were left by the Mycenaeans.
1. What did the Minoan and the Mycenaean civilizations have in common?
2. In what ways were the Minoan and the Mycenaean civilizations different?
3. Why do you think so many aspects of Minoan civilization are found at Mycenae?
4. What other geographical areas, besides Mycenae, might Minoan civilization have influenced?
5. What aspects of Minoan and Mycenaean civilizations would you expect to have survived in later periods of Greek history?
6. Using your textbook pages 256-257, explain how the decline of the Minoans and the Mycenaeans was similar.
Answers
1. The Minoan and the Mycenaean civilizations had a developed culture (art, music) and stable food supply.
2. I think Minoan civilization focused more on the culture and Mycenaean civilization focused on militaries and the government.
3. I think so many aspects of Minoan civilization are found at Mycenae because Minoan modeled for the Mycenaean civilization.
4. I think Minoan civilization have influenced Spain, Egypt, Asia Minor and Canaan because it Minoans traded with those empires.
5. I think the victories of battles, wars, and trades were the aspects.
6. The decline of the Minoans and the Mycenaeans was similar because they were attacked and had many wars. They all went into the Dark Age.
=----
Assignment 6-2=
Homer
The Odyssey is a 12,000-line Greek epic poem dating from the eighth century B.C.E. An epic poem is a long poem divided into sections, or "books," that focuses on the extraordinary deeds and adventures of a hero. According to ancient Greek tradition, heroes were men who were born to one divine and one human parent. The story of The Odyssey recounts the adventures of the Greek hero Odysseus during his 10-year voyage home to Ithaca after the end of the Trojan War in the thirteenth century B.C.E. Odysseus is considered the ideal Greek hero: an aristocratic soldier of superior strength, intelligence, and courage, favored by the Gods.
The poem is traditionally ascribed to Homer (circa 700 B.C.E.), who is considered the earliest Greek poet. Little is known about Homer's life, but ancient Greek playwrights referred to him as a "gifted blind poet." Some scholars believe that a line from a choral song attributed to Homer confirms this description:
"If anyone should ask you whose song is sweetest, say: blind is the man and he lives in rocky Chios."
Other scholars believe that "Homer" was the name given to a collective group of bards who sang Mycenaean folktales to entertain the nobles of Ionia, located on the west coast of Asia Minor.
It is generally believed that the exact author of The Odyssey is not as important as the ancient Greek values it contains. By listening to the stories in the poem, ancient Greeks learned standards of honorable behavior. These values, forged in the "Age of Heroes" during the Mycenaean Period, became the foundations of ancient Greek society.
Review the following Greek Values with your partner. Make sure you understand each idea.
Athleticism Hospitality Ingenuity Intuition Justice Loyalty Respect Teamwork
Assignment 6-1 Create physical maps of Greece and compare its geography to one of the other regions we have studied.
Label and color a Map of Greece
Physical Features:
Island of CreteIsland of Thera
Island of Rhodes
Asia Minor
Macedonia
Mount Olympus
Pindus Mountains
Cities:
Knossos, Mycenae, Sparta, Athens, Corinth, Thebes, Delphi, TroyBodies of Water:
Sea of Crete, Mediterranean Sea, Ionian Sea, Adriatic Sea, Aegean Sea, Gulf of CorinthA view of the Northern Aegean
Atlas or Map Website Resources to Use:
Ancient Greece Flash Map (Zoom in for detail)Ancient Greece Flash Map (Zoom in, but not as detailed)
Map of Greece (Zoom once - Relief & Political Map)
Google Earth (Download the FREE software and zoom in for satellite pictures of Greece)
Homework
Read these pages:Ancient Greek Environment
Textbook pages 254-256
Note!-Good students take notes whether or not it is assigned.
Create a venn diagram using Pages comparing and contrasting the geography of Greece with that of either Egypt, or Mesopotamia.
Assignment 4-7=
Source: Online Textbook pages 162-171Directions: You are a sage and you will teach your classmates a part of ancient India's history. The four parts (groups) are...
Each part has (or might have) pictures, illustrations, maps, dates, vocabulary words, and important people. Your job as a sage is to become an expert on your part so you will be able to comfortably and confidently teach others. Remember that if you don't understand the information, you won't be able to teach others properly. Follow these steps to become a great sage:
Steps
Answers
Assignment 4-6
After completing your Understanding How Ashoka's Edicts Helped Unify India sheet answer the following comprehension questions:
1. What are the main ideas expressed in Ashoka's edicts?
2. What are some of the ways in which Ashoka's leadership promoted unity in India?
3. In what ways did Ashoka's Buddhist beliefs contribute to the unification of India?
4. In addition to the edicts, what else might have contributed to the unification of India during this time period?
5. Explain how one of the edicts you examined could be categorized another way
(i.e. instead of Buddhist Values it could also concern Justice)
Answers1. Ashoka expressed Buddhist values, the general welfare of the citizens and animals, justice of the empire, and the security of the empire.
2. Ashoka made every single people in his empire to believe Buddhism to unite the thoughts.
3. Ashoka wanted a full justice for his kingdom and he wanted the people in his border to trust him. He wanted to be honest and nice to the parents, friends, relatives and even to the slaves.
4. There is a possibility that other empires accepted the Buddhism.
5. Edict F could be categorized into general welfare because it's about the citizens' happiness and their benefits.
Assignment 4-5
Creating an Illustrated Ramayana PoemTerry Lee's Ramayana Poem
Assignment 4-4
Answer the following questions clearly and with details on your wiki page.1. What varna were you in during the caste system simulation?
2. What was your favorite part about the caste system simulation? Why?
3. What part of the simulation made you angry, upset, or frustrated? Why?
4. Do you think this system is fair? Why or why not?
5. Do you think a society should organize people into social classes? Why or Why not?
Answers
1. I was a slave in the caste system simulation.
2. My favorite part was following the instructions in the card because I was able to experience the life of the Ancient India.
3. Tons of extremely unfair and disgusting laws made me angry because some of them were laws that humans should not be treated like.
4. I think this system was a bit unfair because slaves were treated as animals.
5. I think a society should not organize people into social classes because slaves, nobles are same. The slaves have right to learn and live with freedom just like nobles.
Assignment 4-3
Source:
Think about the activity we did in class as archeologists in Mohenjo-Daro. Using the source above, your ideas, and the notes you took about archeologists ideas, answer the following questions clearly and completely on your wiki page. Each answer should be at least two sentences long with specific information.
1. What have you learned about daily life in Mohenjo-Daro from this activity?
2. Which characteristics of civilization do you see represented in the artifacts you looked at? Explain.
3. In what ways do you think Mohenjo-Daro was like a modern city?
4. Why do you think it is difficult for us to know exactly what life was like in ancient civilizations like those in the Indus-Sarasvati region?
5. What do you think might have contributed to the decline of Mohenjo-Daro?
Answers
1. I learned that daily life in Mohenjo-Daro was peaceful and full of entertainments. I identified that it was extremely modern.
2. I see a highly developed culture including art, architect, music, literature, science and writing, by looking at game boards, houses with bathrooms, and complex drain system.
3. The Great Bath, houses with bricks and bathrooms, the drain system, and other things made me think Mohenjo-Daro as a modern city.
4. I think it's difficult for us to know because there are not enough books/records from the ancient times.
5. I think invasions from other countries and lack of water might contributed to the decline of Mohenjo-Daro.
Assignment 4-2
Website: Indus Valley
Use the website above to answer these questions. Write your answers in complete sentences with clear details on your wiki page.
1. What was discovered during the excavations of Mohenjo-Daro?
2. How is Mohenjo-Daro similar to our cities today?
3. What can we learn from archaeological discoveries (such as artifacts and city construction) in Mohenjo-Daro?
4. Give clear and specific information about how people lived in Mohenjo-Daro. In your answer, you have to talk about the artifacts that you discovered and put into the museum.
5. What do we know about the Priest-King?
6. What was the Great Bath and how was it used?
Answers
1.
Assignment 4-1
Source: IndiaSubcontinentMapTrans.jpg
Directions: Look at the map above, read the text below, and answer the following questions on your wiki page:
In the 1990's, satellite pictures revealed an ancient, dried riverbed located in India's present-day Thar Desert. Geologists have identified this riverbed as the route of the ancient Sarasvati River. The Sarasvati lay east of the Indus River and generally followed the same course, originating in the Himalaya mountains and emptying into the Arabian Sea. Geologists believe that the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati evolved into the dry, hot desert that exists today.
Early Indian agricultural settlements arose in the Indus-Sarasvati river region at least as far back as 6500 B.C.E. Like many other ancient peoples, the early Indians settled by rivers. They settled primarily on the banks of the Sarasvati River as well as along the banks of the Indus River. These rivers provided the ancient Indians with plenty of water, and the land near the rivers was fertile and excellent for growing crops. The rivers also provided the Indians with a convenient way to travel and trade among themselves and with other civilizations. Archeologists have found artifacts from the Indus-Sarasvati civilization - such as carved seals - in Mesopotamia's Sumer. These discoveries have led scholars to believe that the early Indians traded with Mesopotamia, possibly by traveling in ships down the Indus and Sarasvati rivers to the Arabian Sea and then west to Sumer and other locations.
After the Sarasvati River dried up around 1900 B.C.E., the Indus-Sarasvati Indians moved to more habitable areas, such as the fertile banks of the Ganga river further east. Archeological evidence shows, however, that people settled by the Ganga River as far back as 5000 B.C.E.
Questions:
1. In what ways is your map similar to the one that you see in the map above?
2. What physiographic features can you identify on this map that are not on your map?
3. Why do you think settlements developed along the Indus and Sarasvati rivers? Explain with clear and complete details.
4. Accurately draw and label the ancient Sarasvati River on your map.
5. Why did ancient Indian people eventually migrate to the Ganga River?
Answers
Day 2
Step 1:
Use the following
Guide to the Mohenjo Daro Artifacts .pdf to fill out the "Archeologists' Ideas" on the handout:Notes About Ancient Artifacts and Ruins.
Step 2:
Look at the picture of an artist's rendition of what Mohenjo-Daro might have looked like and answer the following Comprehension Questions on your wiki page (answers should be fully thought out and worthy of upper school).A. What have you learned about daily life in Mohenjo-Daro from this activity?
B. Which aspects of daily life do you see represented in the picture that the artist drew?
C. In what ways do you think Mohenjo-Daro was like a modern city?
D. Why do you think it is difficult for us to know exactly what life was like in ancient civilizations like those in the Indus-Sarasvati region? E. What do you think might have contributed to the decline of Mohenjo-Daro?
Answers
A. From this activity, I learned that people in Mohenjo-Daro transported goods to the city market by the cart, lived in houses that had bathroom, take their water from the well, and I also learned the complex system of drains.
B. In this picture, people are buying some goods in the city market.
C. Having the complex system, and having the houses with the bathroom in the ancient period made me think that this city was a modern city.
D. Because there are not enough records about the ancient civilizations.
E. I think the invasion and the water shortage contributed to the decline of Mohenjo-Daro.
Assignment 3-8
Now that we are finished with the ancient Egypt unit, I would like you to reflect on what you have learned about ancient Egypt. Please complete these sentences clearly and with specific details. Write the answers on your wiki page. If you need reminders of what we did, just scroll through the assignments on this page or look through your notes.1. The single most important thing I learned was...
2. Something that confused me or that I didn't understand was...
3. What surprised me the most was...
4. I would like to know more about...
5. The part that I think I will always remember was...
Answers
1. I think learning about the kingdoms of Ancient Egypt was the most important thing that I learned, because it told me all facts, such as the time period of
that kingdom, the pharaohs that were active in this period, and changes of the society of the kingdoms.
2. The trade routes of Ancient Egypt was the most confusing part of this chapter. There are so many routes/paths, and I had to memorize all the countries that traded with Egypt.w
3. The achievements of the pharaohs were the most surprising. Some of them were modern and religious and I noticed that we can't make those things ever again.
4. I would like to know more about the Ancient Egypt's army strategies, because these days, I'm interested about the weapons, and armies. I think understanding the Ancient Egypt's army strategies may let me see the differences between the present army strategies and Ancient Egypt's army strategies.
5. I will always remember the time period of three kingdoms of Ancient Egypt, because all I have to memorize and think of is lasted time of three kingdoms.
Assignment 3-7
Ancient Egypt Topic Peer AssessmentGo to our YouTube Channel and login using the username and password given in class.
You will assess your classmates' videos using the rubric for the ancient Egypt project and by answering the questions below. Each answer must be at least twosentences long.
Post your assessment in the comments section under each classmate's video. Please make sure you include your first name only or your comment will be deleted.
You must comment on four classmates' videos:
- classmate above your name
- classmate below your name
- two other classmates of your choice
(Note: YouTube has a 500 word limit on comments. You might have to divide your assessment comments into two posts.)1. How did your classmate make the video interesting and creative?
2. Was it easy to understand your classmates presentation including his/her voice? Why or why not?
3. Clearly explain two things you learned from your classmate's video.
4. How could your classmate improve his/her video?
Assignment 3-6
Due Dates:
A Block- Tuesday Feb. 23
B Block- Monday Feb. 22
F Block- Tuesday Feb. 23
Task: You are to research your assigned topic from Egyptian history and create a video presentation using iMovie or Keynote. The video presentation should be 3-4 minutes and include the following required elements:
Helpful Hints
Assignment 3-5 Read the information here about the three kingdoms in ancient Egypt. The problem with these three paragraphs is that each paragraph does not have specific details or evidence. Your task is to find specific details and evidence from our textbook for the information presented in each paragraph about each kingdom. Then re-write the paragraph adding the new specific details and evidence you found. Write the new paragraph on your wiki page.
Part 1
The Old Kingdom (2700 BCE - 2200 BCE)
Specific details and evidence about this kingdom can be found on pages 98-100 in our textbook.
Your specific details and evidence should give more information about...
New Paragraph (part 1)
The Old Kingdom lasted from 2700 B.C.E. to 2200 B.C.E.
It began from third dynasty of Egypt and it was also
called as, "The Age of Pyramid." One of the most famous
pyramid is, "Pyramid of Giza" that was directed by Pharaoh
Khufu. Pyramid is a huge stoned tomb with four triangle shaped
sides with a point on the top. Thousands of workers were involved
to build one pyramid. The workers got some grain and crops when
they finished building it. The pyramid was important because Egyptians
thought that the pyramid would pay respect to the gods and building
pyramid was the only way to make the afterlife of the pharaoh more
peaceful.
4/5
Part 2
The Middle Kingdom (2100 BCE - 1800 BCE)
Specific details and evidence about this kingdom can be found on pages 101-102 in our textbook.
Your specific details and evidence should give more information about...
New Paragraph (part 2)
The Middle Kingdom lasted from 2050 to 1750 B.C.E. In the Middle Kingdom, the pharaoh's power declined and the nobles began
to protested and tried to take over the power of the pharaoh. Around 1750 B.C.E., Hyksos invaded Lower Egypt and they ruled
the region for 200 years.
3/5
Part 3
The New Kingdom (1500 BCE - 1000 BCE)
Specific details and evidence about this kingdom can be found on pages 101-103 in our textbook.
Your specific details and evidence should give more information about...
New Paragraph (part 3)
The New Kingdom was Egypt's expansion period.
The Egypt's trade routes became distant because
of the conquest. As Egypt conquest other empires,
it made Egyptians wealthy and the military power was
strengthened. All the pharaohs in the New Kingdom
was powerful. After the death of Ramses the Great,
The Hittites and The Sea people invaded the Egypt,
and New Kingdom came to the end.
Assignment 3-4
Part 1: Go to this site and read about the different Egyptian gods and goddesses. Choose one of these that you would like to be and explain why you would like to be that god or goddess. Then choose one that you would not want to be and explain why. Make sure your explanations are middle school quality explanations.
Part 2: Compare these Egyptian gods and goddesses with the Mesopotamian gods and goddesses. Did you find similar gods? Name the gods/goddesses and clearly explain the similarities? Why do you think they are similar even though Egypt and the Mesopotamian civilizations were different?
Answers:
Part 1: I would like to be Bes, because he is the god who protected people and families, and also protected them from the bites of snakes and scorpions. These mean that he was the god of peace. I would not like to be Nun, because as I read about him, he was just a god who existed before the Earth was created. if I was Nun, I would have no duty to help people.
Part 2: God Osiris from Egypt and Goddess Ereshkigal have one similarity. They ruled the underworld. Also they were both smart enough to control the underworld.
I think both empires have similarity about gods because people in both empires trusted that kings and pharaohs were directly connected or related to the gods.
Assignment 3-3
Source: How to Mummify Nefermaat
Directions: Go to the link above to mummify a body. As you work to mummify the body, answer the following questions clearly and with details on your wiki page.
Answers
1. Because they believed that the soul finds the dead bodies if they preserve.
2. They took out the brain and other organs. They preserved bodies by mummification.
3. To remove the brain, you have to have a metal hook and stick it up to the nose of the dead body and break the brain into pieces and take them out.
4. Intestines, stomach, liver, and lungs were removed from the body. Each of the organs were put in a jar.
5. They weighed the heart to see if it's heavier or lighter than the feather of truth.
6. Natron is a salt that absorbs moisture. To take all the moisture of the dead body, Egyptians used natron. It came from Wadi El Natrun.
7. Linen was used to wrap the dead body.
8. Amulets are small pieces of jewelries that protect from the evil.
9. After mummification, they drew the Sign "The Eyes of Horus" to to allow pharaoh to see magically through coffin wall for eternity.
Assignment 3-2
Source: Pages 93 & 94 in your online textbook and refer to your river boat tour notesDirections: Answer the following questions clearly and with details on your wiki page.
1. Read the If YOU were there section. How do you feel about working for the pharaoh?
2. Eventually the Third Dynasty began in ancient Egypt. The Third Dynasty was the beginning of what historians call ............. . When did it start and end?
3. Explain how ancient Egyptians felt about their country and their pharaoh.
4. What were the responsibilities of the pharaoh?
5. What is best known about the famous pharaoh, Khufu? Can you name a specific monument built for him?
6.a Clearly explain the structure of society in the Old Kingdom. (Note: This should be a long answer.)
6.b. What may be some advantages and disadvantages of such a large segment of the population being farmers, servants, and slaves?
6.c. What did farmers do during flood season?
7. Clearly explain trading in ancient Egypt (what was traded and who they traded with).
8. Define the word acquire. Use acquire in an original sentence.
9. Using the drawing of Egyptian society on page 94, explain where Viziers would be placed?
Answers:
1. I feel great and a bit tired about working for the pharaoh, because I can make build the greatest building/architecture for the pharaoh, but it will be a tried duty.
2. They called the Third Dynasty, Old Kingdom. It lasted from 2700 to 2200 B.C.E.
3. Ancient Egyptians felt that their country was well organized by pharaoh and they believed that their pharaoh organized society and predicted the up-coming wars or battles.
4. The pharaoh had do prevent the war, organize the society, and people blamed the pharaoh when the crops did not grow.
5. Pharaoh Khufu was a cruel leader.
6.a The pharaoh was at the top of the society. He or she ruled Egypt. In the second class, there were nobles. They had rich properties. Scribes and craftspeople took the third class. They usually produced goods. And lastly, farmers and slaves tool the last class. More than 80% of Egyptians were farmers and slaves.
6.b For advantages, Egypt could have and build a lot of architectures because of the farmers and slaves. Second, Egyptians could produce more crops than other countries. For disadvantages, tons of farmers and slaves wouldn't survive when the drought stoke Egypt. Second, there will be a huge battle between the government or nobles and the farmers and slaves when the government make an unfair law, and they won't be able to handle the battle because there are so many farmers and slaves.
6.c During the flood season, the farmers worked on the pharaoh's building project.
7. They traded gold, copper, ivory, slaves, wood, etc. The traders traveled along the Nile to Nubia and down to Syria.
8. Acquire: to get. Sentence: I acquired windows CD from my friend.
9. Viziers would be placed with nobles.
Comic Life, Egypt, By Terry Lee 6A
Comic Life Organized Army, By Terry Lee 6A
Assignment 1
Sources:
Directions:
1. Represent and label the Nile’s Sixth Cataract to the First Cataract.
2. Label the Red Sea.
3. Represent three mines and three quarries. Provide an image and a description for each mine and quarry.
4. Represent and label these historic sites: the Valley of the Kings, the Great Pyramid of Khufu, the Sphinx, Abu Simbel, the Pharos (lighthouse in the port of Alexandria), the Bahriya Oasis and the Farafra oasis (include palm trees). Provide an image and a description for each historic site.
5. Mark these cities: Abydos, Thebes, Giza, Hermopolis, Memphis, Bubastis, Rosetta, Alexandria, Meroe, Khartoum, and Elephantine
6. Label these geographical features: the Western Desert, the Eastern Desert, the Nile Delta (include animals found here), the Sinai Peninsula, the Wadi el-Natrun, the Mediterranean Sea, the Gulf of Suez, the Nubian Desert. Include animals of the desert. Provide an image and a description for each geographical feature.
7. Label Lower Egypt and Upper Egypt.
=----
Assignment 1=
Using your notes and page 4 from your online textbook, answer the following questions on your wiki page.
1. Were you born in a BCE year or an CE year?
2. Put the following dates in order: AD 2000, 3100 BC, 15 BCE, AD 476, AD 3, CE 1215
3. If you read that an event happened c. AD 1000, what would that mean?
Answers
1. I was born in a CE year.
2. 3100 BC, 15 BCE, AD 3, AD 476, CE 1215, AD 2000.
3. It means that an event happened 1000 years after Jesus Christ.
Assignment 2
Just like the questions you were asked in class, please create five questions about the timeline we used in class.Click here ----->
Answers
1. There are 7 decades between the invention of light bulb and invention of color TV.
2. There are about 4.5 centuries between Columbus reached America and invention of color TV.
3. Columbus reached America takes place in nineties.
4. There are about 1389 decades between the invention of fish hooks and invention of automobile.
5. The invention of automobile takes place in 19th century.
Assignment 3
Human Origins-The Puppet Play Project ResponseNote you will have 3 class periods to prepare your plays. See Resources-1
Answer the following questions on your wiki page.
1. What were your roles in the 'Creation of a Puppet Show' project?
2. What Problems did your group run into?
3. How did your group deal with these problems?
4. Identify two similarities between all of the origin stories.
5. Compare and Contrast any of the two origin stories presented in class (at least one paragraph).
Answers
1. I was the director in my group.
2. Our group accidentally could not bring color pencils so our puppets looked not nice at all.
3. We decided to make the the borders of the puppets darker with namepen.
4. One, gods created humans, second, all the stories end with happy final.
5. Greece origin story says that two titans created humans with mold and clay and
thought they were foolish for not gifting precious things to humans. The origin story
of the Sumer do not say how the titans made humans out of.
Assignment 4
Please read pages 29 & 30 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.1. On which continent were Lucy and other hominids found?
2. What is the scientific name of Lucy?
3. How long ago did Lucy live?
4. What was an important step in human development?
5. Describe and explain how these hominids are different from each other. Use the charts about the hominids on page 30 to help you with the answer.
Make sure your answer is clear and detailed.
6. Which hominid are you?
Answers
1. Lucy and other hominids were found in Africa.
2. The scientific name of Lucy is Australopithecus.
3. Lucy lived in more than 3 million years ago.
4. An important step in human development is that the size of the brain got larger.
5. Australopithecus is the first type of human of the history of the modern humans. Homo habilis lived in about 3 millions years ago and habilis means handy man.
Homo erectus lived in about 1.5 millions years ago, erectus means upright man. Lastly, Homo sapiens appeared in about 200,000 years ago. And we are part of
that group.
6. We are homo sapiens.
Assignment 5
Read pages 32-34 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.- Why do historians need archaeologists and anthropologists to study prehistory?
- What might have been one advantage of walking completely upright?
- What kind of tools did people use during the Paleolithic Era?
- Design a stone and wood tool you could use to help you with your chores. Describe your tool in a sentence or two.
- What is a hunter-gatherer?
- In your opinion, what was the most important change brought by the development of language?
- Define the boldfaced words above.
Answers1. That discovery could make people to have an idea to grow the plants and crops to eat.
2. Neolithic Period is another name for the new Stone Age.
3. They used sharpen stone tools for hunting.
4. It should be homo erectus and homo sapiens.
5. Because it was one of the biggest change in the human history.
6. domestication is the process of changing plants or animals to make them more useful to humans
7. Horse, cattle, goat, and sheep were domesticated in Asia.
8. The fist domestication for corn was North America (near Mexico).
9. First, I would just have to find somethings that are edible and eat them. Second, I would have to make extremely strong and sharp weapons in order to hunt huge animals. Lastly, I would have to be responsible for my part in hunting time.
In Class Activity
Homework-Complete your Changes in Life during the Neolithic Period chart. Be prepared to present any of the Aspects of Life Effects to the class with your partner.__Stone Age Aspects of Life Reading__ ----
Assignment 7
Write 3 good test questions covering any of the topics we have studied so far.Answer these questions clearly and completely on your wiki page.
1. What was the main difference between life in the Paleolithic period and life in the Neolithic period?
2. How did people's lives change as they began to domesticate plants and animals during the Neolithic period?
3. What are some advantages and disadvantages of the changes in daily life that occurred as a result of the development of agriculture?
Answers
1. What was the main difference between life in the Paleolithic period and life in the Neolithic period?
2. How did people's lives change as they began to domesticate plants and animals during the Neolithic period?
3. What are some advantages and disadvantages of the changes in daily life that occurred as a result of the development of agriculture?
Assignment 8
Use these two videos about Catal Huyuk to answer these questions clearly and completely on your wiki page.- Catal Huyuk video 1
- Catal Huyuk video 2
1. What are three things about daily life in Catal Huyuk that surprised you? Why did they surprise you?2. What are three things about daily life in Catal Huyuk you knew already from class?
3. Jookie is a 12 year old living in Catal Huyuk. Explain three ways her life is different than yours. (Note: Simply saying you have cell phones and she doesn't is an unacceptable answer.)
Answers
1. The first thing is that there were a lot of jobs that were divided to all the people in the village. Second thing is that people built the pious building which kept dead bodies. Third thing is that people were keep on learning.
2. First thing is the domestication. Second thing is the settlement, and the third thing is the growth of the population.
3. First, the type of clothing she wore and I wear is different. Second, the type of food she ate and type of food I eat these days is different. Third, The population of
her town and population of my town/community is different.
Assignment 9
Now that we are finished with the Early Humans unit, I would like you to reflect on what you have learned about Early Humans. Please complete these sentences clearly and with specific details. Write the answers on your wiki page.1. The single most important thing I learned was...
2. Something that confused me or that I didn't understand was...
3. What surprised me the most was...
4. I would like to know more about...
5. The part that I think I will always remember was...
Answers
1. I think the types and informations about the hominids were the most important thing I learned in this unit.
2. I was confused at Neolithic Revolution. At first, I didn't even know what that word meant.
3. I was surprised at the period where our ancestors did the same things for more that 10,000 years. @200,000
4. I would like to know more about the homo sapiens, that we are part of.
5. I would always remember the descriptions of four types of hominids.
Assignment 2-1
Answer the following questions and define the vocabulary (if any) clearly and with details on your wiki page. Use the links above from the Class Activity 2-1 tohelp you answer the questions.
Event A: Food Shortage
1. What helped the human population to grow in Mesopotamia?
2. What does cultivate mean?
3. By 5000 B.C.E. what major problem did the farmers in the Zagros hills have?
4. Using the choices in the critical thinking section of the activity, what is the best way to deal with the food shortage? Why?
Answers
1. The fertile lands helped growing population in Mesopotamia.
2. cultivate: prepare and use (land) for crops or gardening.
3.
4. Growing crops near the river would be the best way, because water is the main source of the crops, and they must need plenty water.
Event B: Uncontrolled Water Supply
1. What two major problems did farmers have as they tried to grow their crops on the Mesopotamian river plains?
2. How did they solve these problems?
3. Where did the melted snow that caused flooding come from?
Answers
1. There were drought and strong dusty winds visited Mesopotamia, because of the sand all around the city.
2. They made a lot of canals
3. They caused flooding from the mountain.
Assignment 2-2
Answer the following questions and define the vocabulary (if any) clearly and with details on your wiki page. Use the links above from the In Class Activity 2-1 called Event C: Building and Maintaining a Complex Irrigation System & Event D: Attacks by Neighboring Communities to help you answer the questions.
Event C: Building and Maintaining a Complex Irrigation System
1. What was the first simple method farmers used to get water to their fields from the Tigris and Euphrates Rivers?
2. How did farmers prevent flooding?
3. Over time, carrying buckets of water to the fields was too difficult. Please clearly explain how levees, canals, dams, and reservoirs were used to make life easier for farmers?
4. Which word means an extra supply of something such as food?
5. What could happen if one canal was clogged?
6. How did different villages take care of the complex irrigation system?
Answers
1. They took some tanks to get the water from the Tigris and Euphrates Rivers.
2. They built up natural earth wall.
3. The holes in the levees let the water get out by holes and directly flow to the plains. The canals helped to transport water to the plains and lands. Dams helped the flooding to flow over the villages by high earth wall. The reservoirs were the artificial lake that supplied the village the water, when the drought attacked the village.
4. The word is surplus
5. Then the villagers would not be able to get the water.
6. They shared the irrigation system, because if one village demolish the irrigation system, both villages could be damaged.
Event D: Attacks by Neighboring Communities
1. How did Mesopotamian villages help each other?
2. How were people, who lived very far apart, connected to each other?
3. What did many villages grow into?
4. What do we call the region in Mesopotamia that had many growing cities and towns? What are the people called that come from this region?
5. How could one city stop the water from reaching another city?
6. Why was it easy to attack other cities on the Mesopotamian plains?
7. What defense plan is best to protect a city?
Answers
1. They shared irrigation system and traded each other.
2. They could contact by the irrigation system.
3. They grew into the fertile crescent, towns, and cities.
4. The region was called Sumer, the people in Sumer was Sumerians.
5. By damaging the canal.
6. Because there was nobody who was protecting the gate.
7. Constructing the earth wall would be the best idea to protect city.
Assignment 2-3
Please read pages 56-59 from your online textbook and answer these questions clearly and in complete sentences on your wiki page.1. How did the Fertile Crescent get its name?
2. What was the most important factor in making Mesopotamia's farmland fertile?
3. In what ways did a Division of Labor contribute to the growth of Mesopotamiam civilization?
4. How might running large projects like the maintaining a large and complex irrigation system prepare people for running a government?
Answers
1. Fertile Crescent got its name because of rich soils and two rivers.
2. Two rivers were the most important factors.
3. A division of labor made/ forced people to do their own jobs, jobs that were appropriate for people in each class/ level.
4. Because people could be the leader.
In Class Activity 2-2: Sumerian Achievements as Reflections of Civilization
Assignment 2-4
Using The Six Characteristics of a Civilization (see below), answer the following questions clearly and with details on your wiki page.
1. Is Korea/ the U.S. a civilization according to the six characteristics explained in class? Provide one example from Korea/the U.S. for each characteristic.2. Does a civilization, in your opinion, need to have all of the characteristics mentioned? Why or why not?
The Six Characteristics of a Civilization:
1. A system of government that directs and controls some actions of the members of the society.
2. A regular food supply that is not likely to suddenly change.
3. Specialization of labor, in which members of the society perform different jobs.
4. Different social levels, in which some members of the society are given higher status than others.
5. A highly developed culture including art, architecture, music, literature, science, and writing.
6. The religious system, such as, temples, priests,etc
Answers
1. Yes, they are the civilizations according to the six characteristics, Korea/the U.S. Government make new laws. Farms and a huge storage system help making sudden change of food supply to not occur. In Korea, there are a lot of people who works in another family's house. Some of them live in their another family's house and work, some of them work in certain days. These days all of us try to make all the people to be equal, and we are. But, here is some basic levels. President is the highest in the society, Generals, other governors will be second highest, and people like us will be the third. Korea/ the U.S. are highly developed at art, architecture, music, literature, science, and writing. Korea's language, Hangul is one of the most developed language in the world. A lot of buildings, architectures from U.S. are impressive, such as San Francisco Golden Gate bridge, Empire State Building, etc. There are three religious systems in common in Korea. They are Buddhism, Christianity, and Catholicism.
2. I don' think so, because the civilization is any stages that develops the human society, so anything that improves and develops the human society can be other characteristic of a civilization.
Assignment 2-5
Use your online textbook pages 63 & 64 to answer these questions clearly and with details on your wiki page. Make sure to look through the whole page in your textbook and the links for the vocabulary when answering some of the questions.- Where did the Akkadians live?
- What was their relationship with the Sumerians like before the 2300s B.C.E.?
- Who was Sargon and what did he do?
- What did Sargon establish?
- Define 'empire'.
- Explain two examples why Sargon is considered a great leader.
- How long did Sargon rule his empire?
- What eventually happened to the Akkadian Empire?
- Who eventually became the most powerful civilization in Mesopotamia again?
- Using the picture of the City-State of Ur, what can you see in the picture that shows Ur was an advanced city?
Answers1. The Akkadians lived just north of Sumer.
2. There was a peace before 2300s B.C.E.
3. He became the emperor of Akkadians and attacked the Sumer.
4. He established Akkadians Empire.
5. Empire means that one leader controlled more than two places.
6. He rebelled toward Sumerians rulers and took over his city ,and he hardened the military.
7. He ruled his empire 50 years.
8. Sumerian city-state of Ur rebuilt its strength and conquered the rest of Mesopotamia.
9. The Sumerians eventually became the most powerful civilization in Mesopotamia again.
10. There is a massive wall around the city.
Assignment 2-6
After playing the Trader's Circuit, answer the following questions in complete sentences on your page. You can copy and paste these questions into your page. Then go to the discussion tabs of at least three other classmates and make good quality middle school comments about your classmates answers to the questions about the Trader's Circuit game. You can make comments to your classmates like if you agree or disagree or comments about how good their answers and ideas are.Trader's Circuit questions
1. What part of the game did you like the best? Why?
2. During the game, how did you feel and why did you feel that way?
3. What part of the game was difficult for you?
4. In your opinion, what advantage is there to having a monopoly of an entire product/resource such as dates or jewelry?
5. What part of the game would you change if you played it again? Why?
6. In this game, was it better to cooperate with another player or to be selfish and try to get all the products/resources for yourself? Why?
Answers
1. Trading with someone that was not my group was the best part, because I could talk to the people that I don't usually talk with.
2. I felt like I was in a challenge, because I had to choose a good product to trade with someone, and I had to think deeply to get some advantages.
3. Trading with people to get some advantages was the most difficult part.
4. We would be able to earn more points than the other traders by getting more valuable products.
5. Making Chances like Monopoly would be better, because in chances, you can get more money, or bad luck, that will make the game more exciting.
6. Being selfish and try to get all the products was better, the only way to get more advantage is to be selfish and try to get all the products.
Assignment 2-7
Source: Read pages 74 and 75 in your online textbookDirections: Read the questions/directions carefully and write clear and detailed answers on your wiki page.
1. Read the "If you were there..." section on page 74. How will you advise the King?
2. What happened to Ur by 2000 BCE?
3. Where was Babylon located?
4. Who became the king of Babylon? When did he become king?
5. What is a monarch?
6. After conquering all of Mesopotamia, what did Hammurabi call his empire?
7. Hammurabi was a great warrior and leader. What other skills did he have?
8. What is Hammurabi's Code? What areas of daily life did the code cover?
9. Give two reasons why Hammurabi's Code was important.
10. What eventually happened to the Babylonian Empire? How is this similar to what happened to the Akkadian Empire?
11. Read the different laws in the Code of Hammurabi on this site and choose three that you think are interesting. Copy the three laws and their numbers onto your page. Then for each law, explain why you think it's interesting. You can write about if you disagree or agree with the law or if you think the law is a good law or a cruel law.
Answers
1. I will advise the king that human beings are equal, so that they must get the same punishment.
2. Ur lost the power and the the city got ruined.
3. Babylon was located on the Euphrates River (near what is today Baghdad, Iraq)
4. In 1792 B.C.E. Hammurabi became the king of Babylon.
5. A monarch is a ruler of a kingdom or empire.
6. He called his empire, Babylonian Empire.
7. He was also an able ruler who could govern a huge empire. He oversaw many building and irrigation projects and improved Babylon’s tax collection system to help pay for them. He also brought much prosperity through increased trade. He is known as a code laws maker.
8. Hammurabi's was a set of 282 laws. There were laws on everything from trade, loans, and theft to marriage, injury, and murder.
9. The first reason was that it was too general and comprehensive. The second reason was that Hammurabi code was written down for all to see. People all over the empire could read exactly what was against the law.
10. After Hammurabi's death, Babylon's power declined and was invaded by another empires. Akkadian Empire also destroyed by invaders that invaded after the the first king, Sargon.
11. Hammurabi Code of Laws 1 - 50 22. If any one is committing a robbery and is caught, then he shall be put to death. I think this law is too cruel, it's better to give the robber the second chance by putting him or her in the jail.
Laws 151 through 200. If any one be guilty of incest with his mother after his father, both shall be burned. I think this law is too cruel, because people can make a mistake. It is a uncivilized manners.
Laws 251 through 282. If a slave say to his master: "You are not my master," if they convict him his master shall cut off his ear. I disagree with this law, because the master ignored the human's right.
Assignment 2-8
Source: Read pages 76 and 77 in your online textbookDirections: Review Pages 76-77 and choose one of the groups below. Research the group you have chosen (two links are provided for each already) and complete The Characteristics of Civilization Chart for the civilization you have chosen. Write clear and detailed answers in the chart, on your wiki page.
Characteristics of Civilization
Civilization Name: Assyrians=
Six Characteristics of Civilization=
Evidence for Characteristic
but the citizens had a right to be part of the government.
in the war, farmers grew crops.
Was it difficult to find evidence for the culture you picked? Why or why not?
Answer
It was difficult to find the evidence for the culture I picked, as I read through the textbook, other sites and given two links, Most of the
sites did not contain some evidences.
Assyrians
http://www.historyforkids.org/learn/westasia/history/assyrians.htmhttp://ancienthistory.about.com/cs/egypt/a/assyriaintro.htm
Hittites
http://www.wsu.edu:8080/~dee/MESO/HITTITES.HTMhttp://www.historyforkids.org/learn/westasia/history/hittites.htm
Chaldeans
http://www.mnsu.edu/emuseum/prehistory/middle_east/nebuchadnezzar.htmlhttp://www.wsu.edu:8080/~dee/MESO/CHALDEAN.HTM